Volume 11, Issue 3 (Autumn 2024)
DSME 2024, 11(3): 321-334 |
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Deilami M, RazaviZadegan S A, Mogharab F, Abiri S, Taheri L, Shafa S et al . Gender Differences in the Assessment of Medical Professors: A Review of the Literature. DSME 2024; 11 (3) :321-334
URL: http://dsme.hums.ac.ir/article-1-482-en.html
URL: http://dsme.hums.ac.ir/article-1-482-en.html
Mansour Deilami 
, Seyyed Ahmad RazaviZadegan , Farideh Mogharab , Samaneh Abiri , Lohrasb Taheri , Shahram Shafa , Ehsan Rahmanian
, Seyyed Ahmad RazaviZadegan , Farideh Mogharab , Samaneh Abiri , Lohrasb Taheri , Shahram Shafa , Ehsan Rahmanian
Department of Pediatrics, Jahrom University of Medical Sciences, Jahrom, Iran.
Abstract: (813 Views)
Introduction: has important consequences for the progress and job satisfaction of students. However, there is evidence that gender differences exist in the evaluation of medical professors. This narrative review was conducted with the aim of summarizing the existing research literature on gender differences in the evaluation of medical professors, focusing on the effect of gender on evaluation and promotion.
Methods: A research background search was conducted using major databases, including PubMed, Scopus, and Web of Science. Studies published between 2008 and 2024 in English or Farsi were included.
Selection Methods for Study: After the articles were entered into EndNote software, duplicate and irrelevant items were removed. The remaining articles were reviewed for quality, and low-quality articles were also removed from the review cycle.
Results: The survey shows that there are gender differences in the evaluation of medical professors, so that female professors are evaluated differently from their male counterparts. Studies have shown that female professors are more likely to be negatively evaluated by students, especially in traditionally male fields such as surgery. In addition, female professors are less likely to be promoted to higher scientific degrees. This review also emphasizes that institutional and systemic factors, such as policies and procedures, lead to these differences. To address these disparities, institutions can implement policies and programs aimed at promoting gender equality, such as mentoring programs, unconscious bias training, and standardized assessment criteria. In addition, institutions can analyze and investigate the systemic and structural factors that lead to these differences. But this issue has been less discussed in Iran.
Conclusion: The findings of this review show that gender differences in the evaluation of medical professors are a persistent issue that may have significant implications for medical education. Because one of the main methods of evaluating professors is evaluation based on students’ opinion, which such a significant bias can have inappropriate effects.
Methods: A research background search was conducted using major databases, including PubMed, Scopus, and Web of Science. Studies published between 2008 and 2024 in English or Farsi were included.
Selection Methods for Study: After the articles were entered into EndNote software, duplicate and irrelevant items were removed. The remaining articles were reviewed for quality, and low-quality articles were also removed from the review cycle.
Results: The survey shows that there are gender differences in the evaluation of medical professors, so that female professors are evaluated differently from their male counterparts. Studies have shown that female professors are more likely to be negatively evaluated by students, especially in traditionally male fields such as surgery. In addition, female professors are less likely to be promoted to higher scientific degrees. This review also emphasizes that institutional and systemic factors, such as policies and procedures, lead to these differences. To address these disparities, institutions can implement policies and programs aimed at promoting gender equality, such as mentoring programs, unconscious bias training, and standardized assessment criteria. In addition, institutions can analyze and investigate the systemic and structural factors that lead to these differences. But this issue has been less discussed in Iran.
Conclusion: The findings of this review show that gender differences in the evaluation of medical professors are a persistent issue that may have significant implications for medical education. Because one of the main methods of evaluating professors is evaluation based on students’ opinion, which such a significant bias can have inappropriate effects.
Type of Study: Review |
Subject:
Special
Received: 2024/10/13 | Accepted: 2024/11/11 | Published: 2024/12/20
Received: 2024/10/13 | Accepted: 2024/11/11 | Published: 2024/12/20
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